We can best think of classroom assessment practices as mechanisms and procedures that:

We can best think of classroom assessment practices as mechanisms and procedures that:

    a.  allow us to draw conclusions about how students’ motivations and personality traits affect their classroom performance.

    b.  enable us to form tentative hypotheses about what students know and can do.

    c.  give us hard, indisputable facts that we can use to assign grades.

    d.  are most likely to be accurate when they take the form of paper-and-pencil tests.